Examining the relationship between the structure of schools and teachers' perceptions of tokenism

The purpose of this research is to examine the relationship between the structure of schools and teachers' perceptions of tokenism. The universe of the research consists of teachers working in high schools in Battalgazi and Yeşilyurt, central districts of Malatya province, in the 2023-2024 academic year. The research sample consists of data provided by 510 teachers determined by random sampling method. Research data was obtained using the Personal Information Form, "Facilitative School Structure Scale" and "Tokenism Perception Scale". Data obtained from 507 teachers with the SPSS 22 package program; frequency, minimum value, maximum value, standard deviation and mean calculations, normality test, correlation analysis and multiple regression analysis were performed. When the results of the research are evaluated in general; It has been determined that obstructive bureaucracy has positive and significant effects on all three dimensions of tokenism. This revealed that bureaucratic obstacles in schools increased teachers' perceptions of tokenism. It was concluded that obstructive bureaucracy, characterized by strict rules and centralized structures, strengthens teachers' perception of tokenism. It was determined that facilitating bureaucracy had a negative relationship with all sub-dimensions of tokenism and had a low-level significant effect, especially on the raised borders dimension. This finding revealed the potential of the facilitating school structure to reduce teachers' perceptions of tokenism.